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E-Reading Comprehension versus Conve...

Stevens, Brian.

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E-Reading Comprehension versus Conventional Reading Comprehension of Junior High Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	E-Reading Comprehension versus Conventional Reading Comprehension of Junior High Students./
Author:	Stevens, Brian.
Description:	158 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
Contained By:	Dissertation Abstracts International75-07A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3579833
ISBN:	9781303825460

E-Reading Comprehension versus Conventional Reading Comprehension of Junior High Students.
Stevens, Brian.

E-Reading Comprehension versus Conventional Reading Comprehension of Junior High Students. - 158 p.

Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2014.

This item must not be sold to any third party vendors.

Technology is an increasing part in the lives of junior high students, but little is known about how this technology affects their reading. Reading comprehension from e-books is compared to reading comprehension from conventional print books with junior high students. The problem is that students may be reading from a medium that is less than the most effective medium, which has a negative effect on their achievement in school and beyond. The purpose of this quantitative study was to use a posttest-only experimental design to compare the reading comprehension of three groups of junior high students: (a) a control group using conventional text, (b) an experimental group using plain e-text, and (c) an experimental group using e-text with supports. According to a power analysis, at least 269 students would be necessary to detect a medium effect size. A suburban public junior high school provided 284 participants from Pittsburgh, Pennsylvania. Each student was randomly assigned to read from conventional text, plain e-text, or e-text with supports. Then the students took a reading comprehension test to help determine if one medium is more or less effective than either of the other two mediums. When a four-way ANOVA was run, no significant differences were discovered between the three mediums (p = .250). The effect size was w2 = .008, which is less than a .10 small effect size. Therefore, one fails to reject the null hypothesis that the medium a junior high student reads from does not make a difference in reading comprehension scores. Now e-book designers can focus on areas that have been shown to make a difference and junior high school leaders can use and purchase the most cost-effective resources for reading comprehension. Recommendations for future research include expanding or refining this knowledge by exploring the effects of various e-features on more diverse participants, older or younger students, using different stories, and measuring the effect with instruction over an extended period of time.

ISBN: 9781303825460Subjects--Topical Terms:

517670
Educational technology.

E-Reading Comprehension versus Conventional Reading Comprehension of Junior High Students.
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245 1 0 $a E-Reading Comprehension versus Conventional Reading Comprehension of Junior High Students.
300 $a 158 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
500 $a Adviser: Heather Rasmussen.
502 $a Thesis (Ph.D.)--Northcentral University, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Technology is an increasing part in the lives of junior high students, but little is known about how this technology affects their reading. Reading comprehension from e-books is compared to reading comprehension from conventional print books with junior high students. The problem is that students may be reading from a medium that is less than the most effective medium, which has a negative effect on their achievement in school and beyond. The purpose of this quantitative study was to use a posttest-only experimental design to compare the reading comprehension of three groups of junior high students: (a) a control group using conventional text, (b) an experimental group using plain e-text, and (c) an experimental group using e-text with supports. According to a power analysis, at least 269 students would be necessary to detect a medium effect size. A suburban public junior high school provided 284 participants from Pittsburgh, Pennsylvania. Each student was randomly assigned to read from conventional text, plain e-text, or e-text with supports. Then the students took a reading comprehension test to help determine if one medium is more or less effective than either of the other two mediums. When a four-way ANOVA was run, no significant differences were discovered between the three mediums (p = .250). The effect size was w2 = .008, which is less than a .10 small effect size. Therefore, one fails to reject the null hypothesis that the medium a junior high student reads from does not make a difference in reading comprehension scores. Now e-book designers can focus on areas that have been shown to make a difference and junior high school leaders can use and purchase the most cost-effective resources for reading comprehension. Recommendations for future research include expanding or refining this knowledge by exploring the effects of various e-features on more diverse participants, older or younger students, using different stories, and measuring the effect with instruction over an extended period of time.
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650 4 $a Reading instruction. $3 2122756
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